Development of Teachers' Active Learning Management Skills Using Literature-Based Learning in Schools of Kwang Jon Subdistrict Under Chaiyaphum Primary Educational Service Area Office 2

Abstract

This study aimed to 1) develop teachers’ knowledge and understanding of active learning using literature as a basis, 2) develop teachers’ competencies in designing and organizing active learning activities using literature as a basis, and 3) examine teachers’ satisfaction with the competency development process. The study employed an action research design based on the framework of Kemmis and McTaggart and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The research participants were seven teachers from schools in the Kwang Chon Subdistrict cluster under the Chaiyaphum Primary Educational Service Area Office 2. The research instruments included a knowledge test, interview form, observation form, meeting records, skill assessment form, questionnaire, and satisfaction evaluation form. The development activities consisted of workshops and internal supervision. Data were analyzed descriptively according to the research objectives.
The findings revealed that:
1. In the first cycle, the teachers demonstrated improved knowledge and understanding of active learning using literature as a basis and were able to prepare lesson plans and organize learning activities; however, two teachers still required further development, particularly in the implementation and assessment stages.
2. In the second cycle, internal supervision was used to provide guidance and improve the learning activities, resulting in all seven teachers being able to organize the learning process more accurately and completely in accordance with the required steps.
3. The teachers were satisfied with the development process and were able to apply the knowledge gained to learning management in ways appropriate to their students’ contexts.